Abstract
Resumo: Muitas vezes os pesquisadores educacionais se interessam pelas diferenças linguístico-culturais que os estudantes imigrantes trazem à escola, negligenciando a proeminência da cidadania legal e cultural para a formação da identidade e a participação em sala de aula. Além disso, em geral rotulam as crianças (i)migrantes como estudantes e aprendizes de língua inglesa ou, (mais raramente) bilíngues emergentes. Esta rotulação estreita dificulta evidenciar determinados aspectos das complexas vivências dos estudantes, com implicações importantes para a aprendizagem. Este artigo destaca evidências antropológicas para apresentar maneiras mais holísticas de representar e discutir as vivências de famílias imigrantes em um mundo globalizado. Este artigo questiona: como uma perspectiva antropológica sobre famílias transnacionais pode nos ajudar a compreender como a imigração modela a vida educacional das crianças? Assim, abordo como as constelações transnacionais de cuidado como abordagem metodológica contribuem para discussões continuadas sobre equidade e pertencimento em estudos no campo educacional.
Highlights
In this article I argue that Brazilian immigrant children’s experiences in the classroom are shaped by their ideas and memories of family in Brazil
I have argued that young children are actively making sense of their life in the United States as deeply linked to Brazil
While the literature in transnational families largely focuses on the structure of the family unit, in this article I have argued that schools are paramount spaces to understand how children construct their transnational identity
Summary
In this article I argue that Brazilian immigrant children’s experiences in the classroom are shaped by their ideas and memories of family in Brazil. Transnational families are family units in which one or more family members lives across a national border This concept frames the discussion present in this article as children and parents make sense of how much they care for members of this constellation across terrains. She notes that parents migrate to the U.S for employment and better wages in order to help their children These transnational families often send one or more core members to work abroad and send back monetary remittances (Abrego, 2009). Grandmothers participate socially, culturally, and emotionally in transnational family life even though they themselves do not cross the border (Yarris, 2014) Many of these grandmothers note feeling uncertain about the future of their families’ lives, given the mother’s migration. Missing from the literature are the ways in which school-age children discuss their transnational experiences and invoke members of their families in their home countries in the context of caregiving
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